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BHARATIYA ASMITA PART II
It is on these lines that the Ashram has organised its activities leading towards the perfection of the vital cducation.
The life energy is channelised in disciplined and fruitful directions; the principle of assigning responsibility and leadership in diffenrent activities so as to develop courage and heroism is given its full value and practical application. Several of the Captain in the Physical Education Department are students; advanced students are given some responsible work or even teaching work at the Centre of Education. Besides, students are encouraged to develop the qualities of straightforwardness, uprightness, frankness and honour.
The child is expected and allowed to think for himself and act according to what he thinks best; advice is given where needed but nothing is imposed. Care is taken to provide a surrounding in which the child can feel that he is a responsible and free for his self-expression and true-expression by which alone he can be a harmonious part of the world.
The activities in physical education are so designed that the students get the opportunity to develop the team spirit, the qualities of collaboration, 'friendliness to competitors, self-control, scrupulous observance of the laws of the game, fair play, and avoidance of the use of foul means, an equal acceptance of victory or dcfeat without bed humour, a ready obedience to the command of the captain and a loyal acceptance of the decision of the refree. The competitions in the physical cducation are so conducted as to give the highest value to the maximum effort rather than to the results of the competitions.
PHYSICAL EDUCATION
This brings us to the physical education proper.
The physical is our base, and even the highest spiritual values, to be effective on the earth, must express themselves through the life that is embodied here, Sariram khalu dharms sadhanam, says the old Sanskrit adage--the body is the means of fulfilment of dharma, and dharma means every ideal which we can propuse to ourselves and the law of its working out and its action.
of all the domaains of education, the psysical is the one most completely governed by method, order discipIne, procedure. All education of the body must be rigorous, detailed, foreseeing and methodical.
The education of body has three principal aspects:
The students who show interest and talent in ait, music, photography, crafts, etc., are given every facility to develop themselves in these directions. There is a provision for teaching music-vocal and instrumental (both Eastern and Western). Gifted artists are in charge of guiding the students in drawing and painting. There is also a provision for learning the Indian system of dance and Western Ballet. Similarly, there are arrangements for students to participate in works of applied science carried out by the various departments of the Ashram, such as printing press, cottage industries, tailoring, embroidery, paper manufacturing, farms, building service, workshops for automobile and metal work, bakery, dairy, laundry, medical establishments, etc. In addition, there is a technical course which students can take up along with their academic studies. Also, there is a Home Science and Nursing Course for those students who show interest in these filds. There is also a course in weaving and other Cuttg Industries.
(1) control and discipline of functions; (in a total methodical and harmonious development of all the paits and movements of the body, and (ii) rectification of defects and deformities, if there are any.
The physical education must be based upon a kaowledge of the human b dy, its suructure and its functieas. And the formation of the habits of the body must be in consonance with that knowledge.
Besides, throughout the year there ire varied progremmes of dramatics, dancing and vocal instrumental music. Every Saturday, there is a programme largely arranged by the students under the guidance of the teachers which endeavours to meet the speci: I needs for artistic and cultural expressions
The child should be taught right from the early stage the right position, postures ard movements. A similar training should be with regard to the choice of food. The child must develop the taste for food that is simple ard healthy, substantial and appetising. He must avo d all that merely stuffs and causes heaviness; particularly, he must be taught to eat according to his hunger and not make food an cccasion to satisfy his g.eed and gluttony. The child should also be taught the taste for cleanliness and hygienic habits. It is important to impress upon the child that he is not
Exhibitions are organised thioughout the year in which the maximum participation of the students is sought.
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